This comparison draws in part from “10 Things RBTs Hate About You: Reviewing RBT Feedback to Improve Our Supervision Skills” (Do Better Collective), and extends it with peer-reviewed research from our library of 27,900+ ABA research articles. The decision framework, BACB ethics code references, and cross-links below are synthesized by Behaviorist Book Club.
View the original presentation →One of the most consequential decisions a behavior analyst makes is not just what intervention to use, but how to approach the clinical question in the first place. For 10 things rbts hate about you: reviewing rbt feedback to improve our supervision skills, the difference between an evidence-based, individualized approach and a traditional, protocol-driven one can significantly impact outcomes.
This guide lays out the key factors side by side to support your clinical decision-making.
| Factor | Evidence-Based Approach | Traditional Approach |
|---|---|---|
| Perspective | Supervisor-Generated Data: Reflects the supervisor's view of supervisory activities and their assessment of supervisee performance; subject to self-serving bias and blind spots | Supervisee Feedback: Reflects the supervisee's direct experience of supervisory behavior; captures dimensions of quality invisible from the supervisor's perspective |
| What It Measures Best | Supervisor-Generated Data: Compliance with supervision requirements, supervisee technical skill levels, documentation quality, aggregate outcome trends | Supervisee Feedback: Feedback quality and specificity, supervisory relationship experience, consistency of clinical guidance, perceived support for professional development |
| Risk of Bias | Supervisor-Generated Data: Self-serving bias, halo effects in supervisee performance ratings, attribution errors (blaming supervisee for system problems) | Supervisee Feedback: Social desirability bias (not wanting to criticize supervisor), retribution concerns (fear of consequences for honest feedback), recency bias (most recent interaction dominates) |
| Actionability | Supervisor-Generated Data: Clear connection to supervisory activity modifications; supervisor has direct control over the behaviors measured | Supervisee Feedback: Requires translation into specific supervisory behavior modifications; broader themes need to be operationalized before they can be acted on |
| Validity for Capturing Supervisory Relationship Quality | Supervisor-Generated Data: Low — the supervisor's own view of the relationship is a poor predictor of how it is experienced by the supervisee | Supervisee Feedback: High — the supervisee's direct experience is the construct of interest when measuring supervision quality from a welfare and effectiveness perspective |
| Organizational Infrastructure Required | Supervisor-Generated Data: Lower — existing documentation and performance review systems typically capture this data already | Supervisee Feedback: Higher — requires structured collection mechanisms, anonymity protections, and explicit organizational commitment to acting on the data |
The ABA Clubhouse has 60+ on-demand CEUs including ethics, supervision, and clinical topics like this one. Plus a new live CEU every Wednesday.
Use this framework when approaching 10 things rbts hate about you: reviewing rbt feedback to improve our supervision skills in your practice:
Does the data support a need for intervention? Is there a meaningful impact on the individual's quality of life, safety, or access to reinforcement?
YES → Proceed to assessment NO → Document reasoning, monitor
A functional assessment should guide intervention selection. Avoid defaulting to standard protocols without individual analysis. Consider environmental variables, setting events, and private events.
YES → Select evidence-based approach matched to function NO → Complete assessment first
Goals should be co-developed. Assent and informed consent are ethical requirements. The individual's preferences and values matter in selecting both goals and methods.
YES → Proceed with collaborative plan NO → Engage in shared decision-making
This course covers the clinical and ethical dimensions in detail with structured learning objectives and CEU credit.
10 Things RBTs Hate About You: Reviewing RBT Feedback to Improve Our Supervision Skills — Do Better Collective · 2 BACB Supervision CEUs · $50
Take This Course →We extended this decision guide with research from our library — dig into the peer-reviewed studies behind each approach, in plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
239 research articles with practitioner takeaways
2 BACB Supervision CEUs · $50 · Do Better Collective
Research-backed educational guide
Research-backed answers for behavior analysts
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.